Empirical studies show that learning in school and university frequently results in inert knowledge. (Inert knowledge is defined as theoretical knowledge which cannot be used for solving complex, realistic problems.) Consequently, a gap between knowledge and action emerges in school and university. Learning that is designed according to the proposals of situated instructional theories can overcome this gap. However, the demand for constructive activity of learners called forth by these approaches must not be misunderstood as the demand for dismissing any instructional efforts. In contrast, only the balance between construction and instruction allows for the acquisition of applicable knowledge which may lead to successful action. This is exemplified in studies about learning of different domains conducted in schools and universities.
Stored only when both papers are in the corpus — 37 citations exist upstream.
Imported from OpenAlex (CC0) — nothing here is generated.